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All Journal JINOP (Jurnal Inovasi Pembelajaran) PSYMPATHIC J-PAI: Jurnal Pendidikan Agama Islam Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Journal of Economic Education Al-Wijdan : Journal of Islamic Education Studies Edukasi: Jurnal Pendidikan Edukasi Islami: Jurnal Pendidikan Islam Jurnal SEGAR JURNAL PENDIDIKAN TAMBUSAI AT-TA`DIB Jurnal Studia Insania FONDATIA EDUKATIF : JURNAL ILMU PENDIDIKAN JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling JURNAL Al-AZHAR INDONESIA SERI HUMANIORA Jurnal Review Pendidikan dan Pengajaran (JRPP) Islamika: Jurnal Keislaman dan Ilmu Pendidikan JPIB : Jurnal Psikologi Islam dan Budaya JAPRA (Jurnal Pendidikan Raudhatul Athfal) Khazanah Pendidikan Islam Jurnal Akuntansi dan Manajemen Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Attadib: Journal of Elementary Education JIIP (Jurnal Ilmiah Ilmu Pendidikan) Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman Jurnal Kajian dan Pengembangan Umat Didaktika: Jurnal Kependidikan Tafkir: Interdisciplinary Journal of Islamic Education TARBAWY: Indonesian Journal of Islamic Education Jurnal Iman dan Spiritualitas At-Tajdid: Jurnal Ilmu Tarbiyah PROGRESIF JURNAL MUARA PENDIDIKAN Jurnal Pendidikan Amartha Journal of Education Technology Information Social Sciences and Health Journal of Accounting, Management and Economics Research Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Jurnal Inovasi Pendidikan Agama Islam Journal of Law, Education and Business Journal of Education Religion Humanities and Multidiciplinary Java Nursing Journal Zona Education Indonesia Research of Islamic Economics (RIE) Permata : Jurnal Pendidikan Agama Islam Strata International Journal of Social Issues Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global Al-Munawwarah
Tarsono Tarsono
UIN Sunan Gunung Djati Bandung
Religion Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Meningkatkan Kreativitas dan Kolaborasi Siswa Melalui Implementasi Project Based Learning dalam Proses Pembelajaran PAI Miftah Falah Udwi Syarfiah; Zahra Nur Azizah; Hoerotunnisa; Tarsono, Tarsono; Siti Nurhuda Abd Wahid
Educompassion: Jurnal Integrasi Pendidikan Islam dan Global Vol. 2 No. 3 (2025): Agustus
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63142/educompassion.v2i3.288

Abstract

Project Based Learning research is an innovative learning model that emphasizes students in solving a problem by producing a product, making decisions, conducting investigative activities so that creativity and motivation of students increase. The teacher as a facilitator gives students assignments to develop their potential. The stages in Islamic Religious Education learning using the project-based learning model are as follows. 1) Determining basic questions, 2) Making product design plans. 3) Preparing a product manufacturing schedule. 4) Monitoring student performance and project progress. 5) Assessment of results. 6) Evaluation of learning experiences. The implementation of this project-based learning model can be used in Islamic Religious Education materials including Akidah Akhlak, SKI, Fiqh and Qurdits. The purpose of this learning is for students to be able to conclude the material from their direct experience. However, in the implementation process, of course, there are still some obstacles. So that teachers are expected to be mentors and facilitators during the learning process. There are many learning methods that can be used during learning, one of which is PjBL. This study aims to determine the benefits of implementing PjBL for Islamic Religious Education subjects during learning. The data collection method used is a literature study through books, journals, and field research results conducted by previous researchers that are relevant to this study. The results of the study indicate that the implementation of the PjBL model can significantly increase students' creativity in conveying ideas and creating original learning products. In addition, student collaboration has also increased, as seen from their ability to work together in groups, divide tasks, and support each other in the process of completing projects. Thus, the Project Based Learning model has proven effective in increasing student creativity and collaboration in Islamic Religious Education learning.
Eksplorasi Model Hannfin and Peck Sebagai Alternatif Pendekatan Pembelajaran Inovatif pada Mata Pelajaran PAI di Sekolah Dasar Shobarina, Gina Nurul; Tarsono, Tarsono; Nugraha, Mulyawan Safwandy
Permata : Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2024): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/permata.v5i2.3053

Abstract

This research aims to analyze the exploration of the Hannafin and Peck model as an alternative innovative learning approach in PAI subjects. The Hannafin and Peck model is a learning design model that consists of three phases. 1) requirements analysis phase, 2) design phase, 3) development and implementation phase. This model is product-oriented, usually learning mesdia such as learning videos, learning multimedia, or modules. This research uses a qualitative approach with a 4D development model (define, design, develop, and disseminate) aimed at producing or perfecting certain products, and testing the effectiveness of these products. The result obtained show that this model is considered good and effective if implemented as an alternative innovative learning approach, because it is an update to existing learning models. However, the expected results have not yet reached a perfect level because of the various challenges and phase that must be passed. The products produced are in the form of modules (printed teaching materials), learning videos, and students making the Palestinian flag as a form of empathy and sympathy for Muslim countries. Apart from that, the strategy used is picture and picture as a learning model for prayer movement teaching materials. Keywords: Learning Model; Hannfin and Peck; Innovative Learning
The Effectiveness of Interactive Teaching Materials on Jurisprudence Subjects at YASMU Tsanawiyah Madrasah Tarsono, Tarsono; Algifari, Muhaemin; Fauzan, Muhammad Naufal; Zaki, Muhammad Haikal
Jurnal Pendidikan Amartha Vol 4, No 1 (2025): May 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jpa.v4i1.3112

Abstract

Law Number 20 of 2003 emphasizes the importance of improving the quality of learning to develop students' potential. Effective learning involves cognitive, affective and psychomotor aspects and is supported by components such as objectives, materials, strategies and learning evaluation. Teaching materials play an important role in this process. This research evaluates the effectiveness of visual teaching materials on the cognitive outcomes of Fiqh lessons at MTs YASMU using a quasi-experimental method. Two classes, the control class (conventional method) and the experimental class (visual teaching materials), were compared through a post-test. Statistical analysis using the Mann-Whitney U Test revealed significant differences in cognitive outcomes between the two groups. Students who study with visual teaching materials show better results compared to students who study with conventional methods. These findings indicate that the use of visual teaching materials can improve the quality of learning and student learning outcomes. The application of interactive teaching materials in the curriculum is recommended to improve the quality of education.
Islamic character formation in elementary schools: Teachers as role models in Bandura’s social cognitive theory Tarsono, Tarsono; Hidayat, Agus; Munawaroh, AH Eviyani; Abdurrahman, Ihsan; Koswara, Ujang; Maulana, Hamdan
Jurnal Iman dan Spiritualitas Vol. 5 No. 3 (2025): Jurnal Iman dan Spiritualitas
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jis.v5i3.48621

Abstract

Education is a process of maturing a person, including the method of education that must be considered, especially during the elementary school years, as students tend to imitate. The purpose of this study was to determine the integration of Bandura's theory with the concept of Islamic education. The method employed was a mixed-methods approach (qualitative and quantitative) involving a quasi-experimental design and interviews. The findings revealed a strong convergence between Bandura's social cognitive learning theory and the concept of Islamic moral education. Data from 15 case studies showed that 78% of schools that systematically implemented teacher role modeling experienced significant improvements in student behavior.
Implementasi Model Dick and Carey dalam Pengembangan Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Nugraha, Mulyawan Safwandy; Husna, Nurul; Tarsono, Tarsono
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 16 No. 1 (2024): Maret
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/munawwarah.v16i1.274

Abstract

The ability to design lesson planning is an ability that must be possessed by educators. This model is a design model that offers a continuous process and corresponds to this competence in PAI learning. This research implements a field research model with a descriptive qualitative approach. This research was conducted at SDN 258 Voluntary Bandung City which aimed to see the results of the implementation of the dick and carey model in the development of PAI learning in elementary schools. The research data was obtained from interviews with Islamic Religious Education teachers and students. Observations were made on the implementation of the dick and carey model in the PAI learning process. Documentation in the form of a review of teaching modules. Analysis techniques include data reduction, data verification and conclusions. The results of the study stated the steps applied in the implementation at SDN 258 Voluntary including first, identifying learning objectives Second, conducting teaching analysis. Third, identify data on students' behavior and their personalities. Fourth, describe the purpose of performance. Fifth, formulate benchmark reference test items. Sixth, use relevant learning strategies. Seventh, sort and develop teaching materials. Eighth, designing and developing formative evaluations in the form of teaching and learning activities. Ninth, revise the learning program.
Teori Belajar Sosial dan Penerapannya dalam Pembelajaran Tarsono, Tarsono; Azzahra, Fitri Nurlatifah; Azizah, Habibah Nur; Yuliawanti, Hani
Indonesian Research Journal on Education Vol. 5 No. 4 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i4.3099

Abstract

Teori belajar sosial yang dikemukakan oleh Albert Bandura menekankan pentingnya pembelajaran melalui observasi dan modeling. Penelitian ini bertujuan untuk mendeskripsikan teori belajar sosial serta penerapannya dalam konteks pembelajaran, khususnya pembelajaran Al-Qur’an. Metode yang digunakan adalah penelitian kepustakaan (library research) dengan mengumpulkan dan menganalisis literatur terkait dari buku, jurnal, dan dokumen ilmiah. Hasil penelitian menunjukkan bahwa pembelajaran observasional melibatkan empat tahap: perhatian (attention), retensi (retention), reproduksi motorik (motor reproduction), dan motivasi (motivation). Contoh penerapannya dalam pembelajaran Al-Qur’an meliputi penggunaan model figur inspiratif (seperti hafidz cilik) untuk memicu imitasi perilaku positif. Implikasi teori ini menekankan peran pendidik dalam menyajikan model yang tepat serta memberikan penguatan positif untuk membentuk perilaku belajar. Kesimpulannya, teori belajar sosial memberikan kerangka efektif untuk memahami proses pembelajaran melalui observasi dan modeling, dengan potensi aplikasi luas dalam pendidikan.
Implementasi Model Dick and Carey menggunakan Metode Demonstrasi pada Mata Pelajaran PAI di Kelas 5 SD Rakhmatullah Nadila, Inas Ziyan; Tarsono, Tarsono; Nugraha, Mulyawan Safwandy
Jurnal Pendidikan Tambusai Vol. 8 No. 1 (2024): April 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v8i1.12424

Abstract

Pendidikan Agama Islam (PAI) memiliki peran yang sangat penting dalam pembentukan karakter dan nilai-nilai spiritual siswa di Sekolah Dasar. Namun, metode pembelajaran yang digunakan dalam PAI seringkali belum memanfaatkan potensi penuh untuk mencapai pemahaman yang lebih baik. Penelitian ini bertujuan untuk mengevaluasi penerapan Model Dick and Carey dengan Pendekatan Demonstrasi dalam pembelajaran PAI kelas 5 di Sekolah Dasar Rakhmatullah. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa implementasi Model Dick and Carey dengan Pendekatan Demonstrasi dalam pembelajaran PAI masih memerlukan penyesuaian yang signifikan. Kurangnya interaksi langsung antara guru dan siswa, keterbatasan dalam tahapan model, dan faktor-faktor penghambat menjadi tantangan utama. Diperlukan perbaikan dalam pendekatan pembelajaran, peningkatan pelatihan guru, dan perencanaan yang lebih matang agar model ini dapat diimplementasikan secara efektif. Perbaikan dalam strategi pembelajaran PAI menjadi penting untuk mencapai efektivitas penuh dari Model Dick and Carey dengan Pendekatan Demonstrasi. Diperlukan pendekatan yang lebih interaktif, pendalaman pelatihan bagi pendidik, serta perencanaan yang lebih matang guna memastikan model ini diterapkan secara optimal demi peningkatan pemahaman dan keterlibatan siswa dalam proses pembelajaran. Hasil penelitian ini memberikan dasar bagi pengembangan pendekatan pembelajaran yang lebih efektif dalam pembelajaran PAI di tingkat dasar. Implikasinya, perlu adanya perhatian yang lebih besar terhadap pelatihan guru dan perencanaan yang matang untuk mendukung perubahan metode pembelajaran yang lebih interaktif.
Pendidikan Bermakna: Solusi Kejenuhan dalam Kegiatan Pembelajaran Khoerunnisa, Ananda Salma; Suharna, Atang; Fitriany Sholehah, Anisa; Nuraeni, Agnes; Tarsono, Tarsono
Innovative: Journal Of Social Science Research Vol. 4 No. 5 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i5.15400

Abstract

Belajar bermakna adalah pembelajaran yang menghubungkan antara pengetahuan yang telah ada dengan fenomena ataupun materi baru yang akan disampaikan. Belajar bermakna lebih mengedepankan peserta didik untuk ikut aktif dalam proses pembelajaran, tidak hanya melihat atau mendengarkan guru saja. Penelitian ini menjelaskan konsep belajar, kejenuhan yang ditemui dalam pembelajaran yang merujuk pada cara atau solusi untuk mengatasinya. Tulisan ini berfokus pada solusi belajar bemakna dalam mengatasi kejenuhan belajar dari definisi, cara belajar bermakna hingga implikasinya terhadap kejenuhan belajar. Hasil penelitian ini bahwa pembelajaran bermakna membantu menciptakan pengalaman pembelajaran yang lebih bermakna dan memenuhi kebutuhan psikologis dan emosional siswa. Dengan memotivasi siswa melalui relevansi dan keterlibatan, pembelajaran bermakna dapat menjadi solusi yang efektif untuk mengatasi kejenuhan belajar. Metode penelitian yang digunakan adalah kajian pustaka. Dengan sumber bacaan yang berasal dari buku dan jurnal yang memunjang penelitian mengenai pokok pembahasan.
EVALUATION OF THE APPLICATION OF THE ASSURE MODEL BASED ON THE COUNTENANCE STAKE MODEL ON RUKHSAH MATERIAL IN BUILDING EFFECTIVE LEARNING Tarsono, Tarsono; Fitriani, Fitriani; Muchlis, Abdul; Nupus, Dian; Azizah, Nurul; Rosyida, Nadya Ilma
Edukasi Islami: Jurnal Pendidikan Islam Vol. 13 No. 01 (2024): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v13i01.5875

Abstract

The learning process determines student success in learning, so teachers need to build effective learning that supports these achievement goals. This study aims to analyze the evaluation of the application of the ASSURE model based on the Countenance Stake model on rukhsah material in building effective learning at SMP Hikmah Teladan. This research uses a qualitative approach using a descriptive analysis method. The results and conclusions of this study show that the application of the ASSURE model to rukhsah material in  SMP Hikmah is exemplary based on the results of evaluation using the countenance stake model has been applied very well and supports building effective learning; the average good student learning outcomes show this.
Comparison Between Intrinsic and Extrinsic Motivation of Students in Islamic Religious Education and Moral Values Subjects Tarsono, Tarsono; Purnama Sari, Yuni; Nugraha, Jaka; Sahira Zandi, Ahmad; Nurjanah, Rita
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 6 No. 2 (2025): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v6i2.1642

Abstract

Purpose: To compare students' intrinsic and extrinsic motivation in Islamic Religious Education and Ethics subjects. This research explores how these motivations affect student engagement, academic performance, and long-term interest. This research seeks to understand their impact on learning outcomes by analyzing internal and external motivational factors. The findings will provide insights for developing effective and meaningful learning experiences in these subjects. This study used a quantitative comparative design to compare students' intrinsic and extrinsic motivation in Islamic Religious Education and Cultivation subjects. Data were collected through questionnaires that measured both types of motivation. This study found that students' intrinsic motivation is more dominant than extrinsic motivation in learning Islamic Religious Education and Ethics. The analysis results show that students are more driven by an internal desire to understand the material and apply religious values. Research implications/limitations. The implication of this study is the importance of designing learning that fosters intrinsic motivation, for example, with a value-based approach. The limitations of this study include the limited sample size and the fact that it does not consider social and cultural factors that can affect motivation. Originality/value: This research provides new insights into comparing intrinsic and extrinsic motivation in the context of learning Islamic Religious Education and Ethics, which is expected to help educators design more effective and meaningful learning for students.
Co-Authors Abdul Muchlis Abdul Rahman, Agus Abdurahman, Asep Abdurrahman, Ihsan Afiffudin, Muhamad Agus Hidayat Agus Mulyana Ahmad Jaelani Nasution Ahmad Tamim Ahmad Tauviqillah Ahsanur Rifqi Algifari, Muhaemin Alim, Iman Nur Andi Surya Lubis Andriawan, Irwan Angga Permana Anisa Nuru Ikhsan Annisa Fitriyani, Annisa Antaiwan Bowo Pranogyo Ardiansyah, Suryana Arifin, Bambang Samsul Asep Purnama Sidiq Asridayani, Asridayani Asy-Syahida, Salma Nadhifa Azizah, Habibah Nur Azkiya, Khoirul Azura, Yuni Azzahra, Fitri Nurlatifah Baeti, Nurul Burhan, Asmat Dahlifah Dahmayanti, Siti Desi Rosulina Didin Sahidin Diniati, Siti Wildan Elis Anisa Fitriah Elisa Kurniadewi elliyana, ela Elvira Elvira Erma Fitriya Erni Haryanti Evi Syarif Hidayat Fadhilah Nur Khaerati Faiza, Fhirda Farijah Farijah FATAH NURDIN Fauzan, Muhammad Naufal Ferina Yulianti Fitriani Fitriani Fitriani Fitriani Nurhayati Fitriany Sholehah, Anisa Gumanti, Ari Guswantoro, Hari Haniefa, Siti Maryam Hasanudin, Muhamad Ihsan Hasbiyalah, Hasbiyalah Hasbiyallah Hasbiyallah Hasbiyallah Hasbiyallah, Hasbiyallah Hendro, Junaidi Hermawan, A. Heris Hermawan, Acep Heris Hermawan, Ganjar Hoerotunnisa Ida Farida Iis Ismayanti Ika Setianingsih, Ika Jaka Nugraha Khoerunnisa, Ananda Salma Khotibul Umam Koswara, Ujang Kurahman, Opik Taupik Kurniasih, Siti Rohmah Mansyur, Agus Salim Martaleni, Yesi Maulana, Hamdan Maulidah, Siti Rohmah Mesakh, Asyer Imanuel Miftah Falah Udwi Syarfiah Miftah, Khoirudin Milah, Hilyatul Mondari, Mondari Mubarok, Y. Zaki Muchlis, Abdul Muflihah Muflihah muflihah muflihah Muhammad Ichsan Muhammad Ihsan Muhammad Ikhsan Muhammad Polem Muhammad Sufyan As-Tsauri Mulyani, Qori Mulyawan Safwandy Nugraha Munawar, Fuad Munawaroh, AH Eviyani Mungkassifurahman, Mungkassifurahman Mustakin, Akin Mustika, Maya Mutiah, Siti Nurul Nadila, Inas Ziyan Nadya Ilma Rosyda Nandang Budiman Nasution, Ahmad Jaelani Nia Kurnia Ningsih, Arum Ningsih, Nur Wahyu Nisa Hermawati, Nisa Novita Sari Nugraha, Mulyawan Sofwandy Nupus, Dian Nur Hanifah Nur Saputri, Septia Nuraeni, Agnes Nuralim, Iman Nurdiyanto Nurdiyanto Nurdiyanto Nurdiyanto Nurdiyanto, Nurdiyanto Nurhadianto Nurhadianto, Nurhadianto Nurhakim, Dede Arif Rahman Nurhidayah, Azkia Fazri Nurhusni, Firgina Amelia Nurjanah, Rita Nurkholiq, M Nurkholiq, Muhammad Nurlela, Risma NURUL AZIZAH Nurul Azizatul Isnaini Nurul Husna Ossi Marga Ramadhan Pamungkas, Farhan Abdurohim Perdana, Kenny Murfy Pipih Santora Polem, Muhammad Pratiwi, Vina Dwi Purnama Sari, Yuni Putri, Dina Anavia Rachman, Fikri Nur Rahayu Indri Lestari Rahmawati, Shintia Regina, Mileandi Indra Reksahati Wulandari RF, Firyal Yasmin Rina Nur Azizah, Rina Nur Risydayani, Zakia Ridhatilla Rochman, Chaerul Rohwandi, Moch Ilham Roslaeni, Ema Rosyida, Nadya Ilma Ruswandi, Uus Sahira Zandi, Ahmad Saputri, Septia Nur Sarbini Sarbini Sari, Iis Indah Shaiq, Neng Moya Sabhana Shobarina, Gina Nurul Siti Hamidah Siti Nurhuda Abd Wahid Solihatudiniyah, Lela Salamah Sonia, Gina Aria Suharna, Atang Sumampouw, Ruland Willy Jack Sundari, Susan Suryono, Dwi Windu Susanto, Amin Ulfiah Ulfiah Ulfiah, Ulfiah Uus Ruswandi Wardana, Vikki Wartini, Dede yanto Yuliawanti, Hani Zahra Nur Azizah Zaki, Muhammad Haikal